How can the key concept of equivalent expressions be addressed so that students strengthen their representational fluency with symbols, graphs, and numbers? How can research inform the synergistic use of both paper-and-pencil analysis and computer algebra systems (CAS) in a classroom learning environment? These and other related questions have important implications for any beginning algebra course. This article focuses on two approaches to equivalence of expressions: (1) developing fluency within and among numeric, graphical, verbal, and symbolic representations; and (2) coordinating the symbolic features of CAS and paper-and-pencil techniques.